护理本科生生涯规划团体辅导实效调查研究

CAREER GUIDANCE FOR NURSING STUDENTS

目的：探讨生涯团体辅导对护理专业本科生生涯规划的影响。方法：以某护理学院大三、大四本科生为研究对象，将按照入组标准选出的64名学生随机分为实验组和对照组各32久，实验组接受生涯规划团体辅导，每周1次，每次2h，共8次；对照组不接受辅导。采用自编本科护生生涯规划问卷、自编团体成员满意度调查表、自编团体辅导效果调查表、访谈等对辅导效果进行评估。结果：①辅导前实验组和对照组生涯规划问卷各问题肯定同答的比率差异无统计学意义。辅导后：实验组对护理及相关行业认识清楚的比率高于对照组（P〈0．01），对自己职业发展面临的优势和劣势认识清楚的比率高于对照组（P〈0．01），对自己未来3—5y发展计划认识清楚的比率高于对照纽（P〈0．05），生涯定向类型中自主决定型的比率率高于对照组（P〈O．01），对生涯规划步骤和方法了解清楚的比率高于对照组（P〈0．01），对现在所学与未来职业关系认识清楚的比率高于对照组（P〈0．01），对生涯规3t,J感兴趣的比率高于对照组（P〈0．05）；实验组对护理及相关行业认识清楚的比率较实验前提高（P〈0．01），实验组对自己职业发展面临的优势和劣势认识清楚的比率较实验前提高（P〈0．01），实验组对自己未来3～5y发展计划认识清楚的比率较实验前提高（P〈0．05），实验组生涯定向类型中自主决定型的比率较实验前提高（P〈0．01），实验组对生涯规划步骤和方法了解清楚的比率较实验前提高（P〈0．01）。②辅导结束时，成员满意度较高，辅导效果较好。③访谈显示团体经验对成员产生了积极的影响。结论：生涯规划团体辅导可以改善本科护生的生涯规划状况。

OBJECTIVE： To examine the effects of the career guidance on the baccalaureate nursing students. METHOD ： A total of 64 coUege juniors in the school of nursing were selected in the experiment. The students were randomly assigned to an experimental group （n = 32） or a control group （n = 32）. The experimental group received 2 hours career guidance education per week for a total 8 times. The self- designed questionnaire Nursing Career Planning Inventory was used to assess the students＇career planning levels before and after the intervention. The self-designed Satisfaction Inventory and interview were used to assess the effects of the group guidance after the intervention. RESULTS：①Before the intervention, there were no significantly differences between the experimental group and the control group for the rate of the positive answer to all questions on the self - designed Nursing Career Planning Inventory. After the intervention, （ 1 ） the rate of those who answer ＂yes＂ to the question ＂Do you know the nursing professions clearly？ ＂ in the experimental group was higher than the control group （ P 〈 0. 01 ） ; the rate of those who answer ＂yes＂ to the question ＂Do you know your advantages and disadvantages in career development clearly＂ in the experimental group was higher than the control group （P 〈0. 01） ; the rate of those who answer ＂yes＂ to the question ＂Do you know your career plan in the next 3 to 5 years clearly？＂ in the experimental group was higher than the control group （P 〈0.01） ; the rate of those who think they have already create a career vision after exploring for some time in the experimental group was higher than the control group （ P 〈0. 01 ） ; the rate of those who answer ＂yes＂ to the question ＂Do you know the step of career planning clearly？＂ in the experimental group was higher than the control group （P 〈0, 01 ） ; the rate of those who answer ＂yes＂ to the question ＂Do you know the relationship between what you are learning now and the future career clearly？＂ in the experimental group was higher than the control group （P 〈0. 01 ）. （2） The rate of those who answer ＂yes＂ to the question ＂ Do you know the professions related to nursing clearly？＂ in the experimental group was increased （P 〈 0. 01 ） ; the rate of those who answer ＂yes＂ to the question ＂Do you know your advantages and disadvantages of career development clearly？＂ in the experimental group was increased （ P 〈0. 01 ） ; the rate of those who answer yes to the question ＂Do you know your career plan in the next 3 to 5 years clearly？＂ in the experimental group was increased （ P 〈 0. 05） ; the rate of those who think they have already create a career vision after exploring for some time in the experimental group was increased （ P 〈 0.01 ） ; the rate of those who answer ＂yes＂ to the question ＂Do you know the step of career planning clearly？＂ in the experimental group was increased （P 〈 0. 01 ）.②After the intervention, students showed a higher degree of satisfaction to the group.③Interviewing showed the group guidance has a positive effect on the students. CONCLUSION： The career group guidance is effective in enhancing the career planning for nursing students.